Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1

Transcription

1 Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1

2 Nurtured Safe Active Healthy Successful Learner Achieving Confident Individual Included Respected Responsibl e Responsibl e Citizen Effective Contributor Learning and Teaching Vision and Leadership Partnership People Culture and Ethos DATA LABEL-PUBLIC 2

3 The West Lothian Context West Lothian Council is committed to delivering the best possible outcomes for children and young people so that they have the best start in life and are ready to succeed by following the principles of Curriculum for Excellence (CfE) and Getting it Right for Every Child (GIRFEC). Within Curriculum for Excellence, every child and young person is entitled to experience a curriculum which is coherent from Those planning the curriculum have a responsibility to work in partnership with others to enable children and young people to move smoothly between key transition points, building on prior learning and achievement in a manner appropriate to the learning needs of the individual. This should ensure that young people are well placed to move into positive destinations and adult life. The Corporate Plan sets the strategic direction and our priorities for West Lothian Council. There are eight priorities that we, and our community, believe can make a lasting and sustainable impact on the local area and improve the lives of residents in West Lothian. Priority 1: Delivering positive outcomes and early interventions for early years Priority 2: Improving the employment position in West Lothian Priority 3: Improving attainment and positive destinations for school children Priority 4: Improving the quality of life for older people Priority 5: Minimising poverty, the cycle of deprivation and promoting equality Priority 6: Reducing crime and improving community safety Priority 7: Delivering positive outcomes on health Priority 8: Protecting the built and natural environment The Corporate Plan informs Education Services Management Plan to ensure our work impacts positively on services for children and young people. Education Services focuses particularly on priorities 1, 2 and 3. Education Services Management Plan Education Services works towards achieving the key strategic aims of the council, in partnership with schools. In particular, Education Services aims to improve opportunities for children and young people by: Raising standards of attainment and achievement Improving employability and positive destinations for all school leavers Improving the learning environment Promoting equality of access to education Developing values and citizenship Promoting learning for life and encouraging a creative, enterprising and ambitious outlook. DATA LABEL-PUBLIC 3

4 Working with a range of partners, the key purpose of our work is to continuously raise attainment and achievement for all children and young people in West Lothian, ensuring that our young people succeed in securing a positive and sustained destination after school. Factors Influencing the Improvement Plan School factors Raising Attainment within Curriculum for Excellence Identified needs through whole school evaluation and consultation with stakeholders Standards & Quality Report Whitburn Improvement Plan Acting Headteacher 0.5 FTE Four composite classes High number and level of ASN pupils identified and supported Local authority factors Single Outcome agreement Corporate Plan Integrated Children s Services Plan (Life Stages) Education Services Management Plan Moving Forward in Learning Curriculum for Excellence Implementation Guidance Raising attainment, including for those at risk of missing out Increased entitlement to early years provision National factors Single Outcome agreement Getting it Right for Every child (GIRFEC) Curriculum for Excellence National Qualifications Child Protection Issues / Guidance National Legislation: Children and Young People (Scotland) Act 2014 GTCS revised standards and professional update DATA LABEL-PUBLIC 4

5 Our School Values, Vision and Aims: Values: Exciting Learning and Teaching, High expectations and Pride, Equality and Respect, Everyone has a Voice, Work together to be the Best we can be. School Aims: 1. Learning and Teaching To have the highest quality learning opportunities and experiences To engage with parents and the wider community to maximise success for all To continually reflect on our work to provide a curriculum where the needs of all pupils are met To allow the creativity and innovation of all learners and staff To developing coherent assessment procedure to ensure progression in learning To further developing opportunities for learning in other environments with an emphasis on active and challenge based learning To ensure all learners reach their potential through the promotion and recognition of achievement and excellence 2. Vision and Leadership To create a shared direction for the school with all stakeholders To continue to evaluate and reflect on current practices and policies To encourage creativity and development of all staff To promote, encourage and provide opportunities for leadership at all levels 3. Partnership To maintain and build upon effective partnerships between the school, parents, external support agencies and wider community. To actively involve all learners and parents in the learning process To work in partnership with schools from the cluster and wider authority to improve attainment 4. People To involve learners, parents, staff and partner agencies are involved in decision making processes To celebrate achievements and success with all stakeholders To promote an ethos of self-evaluation leading to whole school improvements 5. Culture and Ethos To provide a welcoming, safe and caring environment where everyone feels valued and supported To promote positive behaviour, responsible choices and respect for others To continue to promote resilience,determination, creativity and be the best you can be attitude in all learners DATA LABEL-PUBLIC 5

6 Values Develop a strong sense of respect and a whole school commitment to improvement. Everyone feels valued, respected and safe. Our children, staff, parents and community partners work together to contribute to the ethos and life of the school community. We celebrate our achievements and encourage the wider community to help us take pride in our school and its pupils. We work together to be the best we can. Everyone has a voice. Totality of the Curriculum The whole school community is committed to continuous development in a creative, engaging, challenging and motivating environment we intend to Continue to maintain a caring and safe environment where everyone feel respected and valued Continue to improve skills in literacy and numeracy in all areas Develop further opportunities for wider achievements within and Outwith School. Teaching & Learning We continually work to provide the highest quality learning experiences we intend to Continue to develop exciting, motivating and challenging learning experiences Develop the use of tracking information to impact positively on attainment Continue to engage learners in the ownership and planning of learning intentions, success criteria and setting personal targets Continue to develop effective self- evaluation of learners and staff Experiences & Outcomes Staff have engaged with the experiences and outcomes to inform teaching and learning we intend to Engage with curriculum pathways to inform teaching and learning experiences Inform and refresh our professional knowledge and understanding of key educational developments Continue to improve learners experiences in all curricular areas Personal Support Learners are supported and needs are met through careful planning, assessment and working with partners we intend to Develop a more holistic approach when assessing pupils Use the well- being indicators to inform and meet the needs of all learners Continue to improve experiences in a nurturing environment for all Successful Learners Children are enthusiastic and enjoy being at school, they are well able to work independently and as part of a group. Responsible Citizens Children are encouraged to respect their local and wider environment through Eco & Rights Respecting Schools activities. Confident Individuals Children regularly achieve and celebrate their success in and out of school. They make healthy life choices and are resilient young people. Effective Contributors Children have opportunities to develop enterprising attitudes through problem solving/challenging activities. Principles We continue to provide a wide variety of opportunities for personalisation and choice and intend to Offer a variety of After School Clubs opportunities for personalisation and choice. Staff will continue to engage in the process of curriculum design to ensure children have meaningful and relevant experiences Continue to provide enjoyable experiences at the appropriate level of pace and challenge to improve learning Entitlements We take pride in the high quality learning experiences in the school we intend to Continue robust procedures are to identify children s needs to enable all to access to a curriculum appropriate to their stage of development. Getting it right for each child through careful considerations of the well- being indicators and working effectively with partners Continue to provide wide variety of opportunities to ensure children receive their entitlement to a broad general education and also enable them to develop transferrable skills and skills for life. Arrangements for Assessment Assessment information informs next steps of learning and formative assessment is embedded into the school environment we intend to Plan more frequent and focussed moderation sessions to ensure improved coherence in assessment and learning Develop the way we use assessment data and evidence to impact positively on attainment Engage in internal and cluster self -evaluation Use well- being indicators with learners, parents and staff to ensure a holistic picture of the learner so as to get the best support in place. DATA LABEL-PUBLIC 6

7 Our Curriculum framework Strategic Curriculum Plan (Three Years) Session Area for Development Desired Outcomes Assessment and Moderation To continue to develop common numeracy strategy across all levels, by embedding Stages of Early Arithmetical Learning (SEAL) To work collaboratively both in school and across the cluster in moderation and assessing learning, to establish a shared understanding of levels and pupil progress. To develop the quality of learning and teaching in maths and numeracy and continue to improve practice in continuity and progression at the point of transition by effectively sharing and using information about learners Health and Well Being As part of the GIRFEC agenda develop a whole school community focus on Raising Confident Children to give pupils the best opportunities to be excellent learners and to develop their full potential in all areas of their lives. Curriculum To adapt and improve the curriculum in light of new authority frameworks. To help improve children s attainment and ensure their entitlements with a focus on Science, Technologies and Modern Languages 1 plus 2 development in languages To continue to develop strategies for assessing progress of significant aspects of learning in all subjects and to provide pace and challenge for all learners. Staff will examine and develop the frameworks produced by the curricular workstreams and ensure they are appropriate for the needs of our children Attainment and Achievement To develop tracking and monitoring process Raising Attainment in maths and numeracy To raise attainment in maths through embedding the stages of early mathematical learning (SEAL), through maths recovery programmes and robust tracking and monitoring involving staff and pupils. To develop a shared understanding of effective pedagogy in teaching mental calculation To develop methods and resources for pupils to track progress with a focus on significant aspects To be involved in internal and cluster VSE Recording learners progress with a focus on well-being indicators, nurturing approaches and wider achievements. Identify learners using various methods who require additional nurture More regular and focussed assessment/planning meetings Learners more able to discuss progress Wider achievements are used as part of assessment process DATA LABEL-PUBLIC 7

8 Curriculum To implement the new cluster frameworks for science and technology to enable learners to develop skills, knowledge, creativity and achievements. To develop the 1+2 French programme consistently throughout the school. DATA LABEL-PUBLIC 8

9 Priority: Raising Attainment Area for Development 1: Pupil skills, confidence and attainment in maths and numeracy improve at all levels and embed Stages of Early Arithmetical Learning (SEAL). School s current position: Overall, attainment in mathematics by the end of 2 nd level is variable and ranges from good to very good. The quality of learning and teaching across the school is of a high standard but staff appreciate the need for continuous improvement through progression and pace and challenge. All teachers are now SEAL trained and will now implement the teaching strategies acquired. We need to ensure that children are taught and have more opportunities to develop a range of numeracy strategies which will impact on all maths learning. Desired Outcomes Implementation Process (Actions) By whom Time Scale Resources Monitoring Learners can confidently apply numeracy strategies more effectively across learning Staff skills are improved in using assessment strategies as an integral part of learning and teaching and pupils strengths and development needs are more accurately identified Tracking and monitoring will be used consistently and effectively to inform pupil progress High Quality self -evaluation leads to continuous improvement for learners. Self- evaluation is the responsibility of all Staff in Nursery P3 plan (SEAL) numeracy approach into classroom planning and learning. Staff in p1-3 plan (SEAL) numeracy approach into classroom planning and learning. Staff in p4-7 assess and identify pupils for maths recovery. Maths Recovery assessments will be used to highlight pupils barriers to learning. Provide a range of local and wider opportunities for teachers to engage in professional dialogue, moderate pupils work and deliberate on the quality of learning and teaching in maths Develop a robust process to monitor and track pupil progress, share examples of level and moderate at both school and cluster. Use adaptive testing data alongside other assessment information, including professional judgement, to assess key strengths and inform next steps in the teaching and learning of maths Devise, adopt and agree a timetable and action plan for self- evaluation Develop VSE approaches to improve learning and teaching in maths e.g. Whole Staff HT Whole Staff Whole Staff Whole Staff EO Maths DO HT CT from cluster schools August 2015 onwards See CLPL calendar- 3 sessions September 2015 August 2015 Termly September/ May CAT session Cluster Sessions CAT WTA CAT SMT/CT Staff feedback HTs cluster Whole staff EO/HT/ CT/ N officer/cluster staff DATA LABEL-PUBLIC 9

10 Learners are more able to demonstrate mental agility in appropriate contexts. collaborative observation in and across the cluster Teachers will share high expectations with all pupils of improvement in maths and numeracy CT CT August 2015 August 2015 In class Observations/ discussions involving whole staff Learners are more able to explain their mathematical thinking and apply skills in a variety of contexts Learners are making progress and are aware of their progress in the significant aspects of learning Parents are more involved in children s mathematical learning Mental agility will be a focus in every maths lesson Strategies for Early Numeracy Learning (SEAL) will be used in classroom alongside other mental practice. Provide pupils with opportunities to use and explore new maths resources to help explain their learning. Continue to provide more opportunities for learners to observe, explore, investigate experiment, play, discuss and reflect. LI and SC criteria are evident in all lessons Review maths and numeracy targets on a planned basis with pupils Child friendly posters will make pupils more conversant with Significant Aspects Teachers will regularly track and monitor progress using significant aspects of learning Teachers will report effectively on progress of attainment CT CT PT HT PT CT Whole school PT CT Termly Develop throughout the year Termly Oct May Throughout the year PT/HT time WTA EO visits/observations Peer observation/pt/ht Whole staff development Parent feedback/consultation Parents get opportunities to learn about how to support work at home/ to visit DATA LABEL-PUBLIC 10

11 classes/ workshops/ view work Evaluation: 1. Are pupils benefitting from more consistency in their learning which supports shared practice in numeracy? 2. Is tracking and monitoring used consistently and effectively to track pupil progress? 3. Are teachers supporting pupils more appropriately using maths recovery strategies? 4. To what extent have teachers used the moderation sessions to develop practice? 5. To what extent can learners carry out mathematical processes, drawing on skills and concepts learned previously? 6. To what extent are learners more able to demonstrate mental agility in their learning and daily lives, and in preparing for the world of work? 7. To what extent can learners evaluate data to make informed decisions? 8. To what extent are learners aware that they are making progress in the significant aspects of learning? 9. Is assessment information shared and used effectively to ensure pupil progress? 10. Do parents/carers feel informed about mathematical learning? 11. To what extent are parents/carers involved in supporting learner s mathematical learning? Evidence (How do we know?) School quality assurance procedures Benchmark data Recorded information including tracking and monitoring Staff, pupil and parent surveys Evidence from cluster development days re teaching and learning Monitoring pupil work Best Practice visits Moderation group tasks and feedback Agreed standards measured against success criteria SAY, WRITE, MAKE AND DO DATA LABEL-PUBLIC 11

12 Priority: Raising Attainment Area for Development 2: Track and monitor pupils progress with a focus on well-being indicators, nurturing approaches and wider achievements across all curricular areas to give pupils the best opportunities to be excellent learners and to develop their full potential in all areas of their lives. School s current position: Staff have a clear understanding of the importance of health and well-being on the learning performance of the children. Staff and pupils have a good understanding of the well-being indicators through pupil assemblies and regular discussion opportunities. Parents are very keen to gain a better understanding of this ethos and have already engaged in some discussions. Nurture approaches are already used effectively with a focus on transition. Desired Outcomes Staff, through professional dialogue, form a consistent approach when assessing learners progress. Staff understand how Nurture Groups affect children s development in many ways and support their capacity to learn and to relate to others. Learners are making good progress and understand their own learning. Implementation Process (Actions) Staff moderate and develop a shared understanding of what good progress looks like using the well- being wheel. Engage with professional reading and discussion to explore the theory and research behind nurture and the affect nurture has on pupils development and how it supports learning. Nurture staff to participate in nurture group training and work with Educational Psychology team and the Nurture Development Officer throughout year. Use the VSE model to self-evaluate progress in nurture group By Whom All Staff Time Scale Aug 15 Resources CAT session Time allocated Monitoring All Staff HT/PT The HT/ PT/ Ed Psych and Nurture Development Officer will support staff and monitor the implementation of nurture approaches in the classroom. Ed Psych/Cluster HT /Staff Learners are equipped to take responsibility and understand that a good sense of mental well-being is important to achieve their potential Parents/carers, learners and partners have a clear understanding of needs, targets and progress of identified pupils. Every pupil will have a holistic overview Relevant resources are bought or acquired to support staff learning. Update monitoring and tracking recording process to include the well- being indictors. Through termly tracking meetings staff will identify pupils who would benefit from nurturing approaches and implement strategies to support. Careful monitoring will be put in place for pupils not on track. Teachers will use a variety of assessment evidence to support dialogue with CT/PT/HT Ongoing reflection, observation, one-one dialogue with pupils, staff/other professionals and parents/carers DATA LABEL-PUBLIC 12

13 of their progress and achievement to share and promote improvements in learning. learners/parents to discuss strengths and areas for development. Continued work in class on pupil s understanding and interpretations of wellbeing. All staff Parents All staff HT/PT/CT Learners are aware that wider achievements are important to becoming a well-rounded and successful individual. Gather evidence of impact from a range of sources to evaluate progress made and identify next steps. Encourage pupils to appreciate and develop wider involvement in learning opportunities within and outwith School. All Staff All Staff Wider achievements are acknowledged and celebrated in school and form part of upper pupils profile. Link with world of work developments. Evaluation: 1. To what extent are all staff using a consistent approach when assessing well-being? 2. To what extent have staff an understanding of the aims and values of nurture groups? 3. To what extent aware of the evidence base behind nurture groups? 4. To what extent are learners able to discuss well-being? 5. To what extent are learners more able to explain their targets and progress? 6. To what extent can learners discuss good mental well-being and demonstrate resilience and perseverance, drawing on skills and concepts learned previously? 7. To what extent can learners evaluate their skills to make informed decisions about what is important in their daily functioning? 8. To what extent are parents and carers aware of the importance of well-being and nurture? 9. Do the parents/carers have a clear understanding of the progress of learners? 10. To what extent is better awareness of good well-being impacting on pupil progress? Evidence (How do we know?) Boxhall assessment Benchmark data e.g. GIRFEC Well- Being Indicators Recorded information including tracking and monitoring Restorative approaches are used consistently to improve communication skills and resolve conflict. Staff communicate with pupils respectfully and calmly. Feedback with staff and parents/carers showing there has been improvement in both school and home and better learning experiences. Feedback from pupils using the wellbeing wheel shows an improved understanding of their well-being and how it affects their learning. Pupils are more involved in wider activities. DATA LABEL-PUBLIC 13

14 Additional Tasks Responsibilities Engage parents through regular use of school blog All Staff led by Mrs Stephens Continue to develop outdoor play and learning experiences All staff led by Mrs Liddell/Mrs Reid Professional Learning for all staff All Staff World of work skills All Staff led by Mrs Stephens To continue with the Eco and Rights Respecting School development All Staff led by Mrs Dunsmore To promote the use of Vowel House to improve attainment in early reading Mrs Reid skills To promote the Building the Ambition rationale in the early years Mrs Menzies, Mrs Burdon and Mrs Reid DATA LABEL-PUBLIC 14